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  1. Faría: marxismo y comunismo.Campo Elias Flórez Pabon - 2019 - Cuadernos de Filosofía Latinoamericana 40 (121):1-14.
    Este artículo tiene como objetivo exponer el pensamiento del filósofo nortesantandereano Pbro. José Rafael Faría Bermúdez en torno de la apologética cristiana y la importancia de la discusión entre la religión y el marxismo en los años cuarenta en Colombia. Ese momento es importante en la medida en que la enseñanza de la religión se ve concretamente afectada por la incidencia de las doctrinas materialistas y comunistas en el pensamiento cristiano colombiano y nortesantandereano. -/- Faría afirma que partiendo de postulados (...)
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  2. The Beauty of Philosophy.Bryan Frances - forthcoming - Philosophy is Awesome.
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  3. Domination of European Culture in All Over The World.Md Ruhul Amin - 2019 - Journal of Responsible Innovation 5 (1):1-5.
    European colonialism is an extremely controversial affair in world history that is also discussed today. This paper explores the influence of these happenings as the world incorporates the culture of European in every step of life. Europe dominated almost the entire world and its people were leaders in science and technology. European languages, literature, and culture spread all over the globe. Decisions in Europe largely determined global events for centuries. The other continents did not approach European power until after WW1 (...)
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  4. Empowering Poetic Defiance: Baudelaire, Kant, and Poetic Agency in the Classroom.Joshua M. Hall - 2018 - In Frank Jacob, Shannon Kincaid & Amy E. Traver (eds.), Poetry across the Curriculum. Leiden, Netherlands: pp. 141-157.
    Many strategies for incorporating poetry into non-poetry classes, especially outside of English and associated disciplines, appear to make poetry subservient and secondary in relation to the prose content of the course. The poet under consideration becomes a kind of involuntary servant to one or more prose authors, forced to “speak only when spoken to,” and effectively prevented from challenging the ideas of the course’s prose writers, and thereby the instructor. Fortunately, this is not the only strategy for incorporating poetry into (...)
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  5. New Directions in the Teaching of Critical Thinking.W. Martin Davies - 2019 - Change: The Magazine of Higher Learning 5 (51):18-27.
    A rehearsal of new ways of teaching critical thinking by means of computer-aided argument mapping and a procedural method by which to do so.
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  6. A Response to Jane Sahi's 'Dialogue as Education: Martin Buber'.Vikas Baniwal - 2014 - Contemporary Education Dialogue 11 (2):179–195.
    This article is inspired by Jane Sahi’s commentary, ‘Dialogue as Education: Martin Buber’, published under the feature ‘Classics with Commentary’ in the Monsoon 2005 issue of Contemporary Education Dialogue. I seek to further the discussion of the contributions of Martin Buber to the discourse of education through an elaboration and clarification of the ideas, concerns and critiques exposited by Jane Sahi. -/- These concerns can perhaps be understood under the following themes: (i) reflections on educational practice in the light of (...)
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  7. Religion and Moral Reasons.Jason Swartwood - manuscript
    This is a reading intended for Introductory Ethics courses that helps student think through basic questions about Religion and Morality. Instructors can find my suggestions for how to use the paper, along with class exercises, in Jason Swartwood, (2019) “A Skill-Based Framework for Teaching Morality and Religion,” Teaching Ethics, 18 (1): 39-62. -/- Instructors can profitably assign students to read sections 1-4 of "Religion and Moral Reasons" and then discuss the application to religious reasons using the class exercises I outline (...)
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  8. Utilizing the Project Method for Teaching Culture and Intercultural Competence.Sasha S. Euler - 2017 - Die Unterrichtspraxis 50 (1):67–78.
    This article presents a detailed methodological outline for teaching culture through project work. It is argued that because project work makes it possible to gain transferrable and applicable knowledge and insight, it is the ideal tool for teaching culture with the aim of achieving real intercultural communicative competence (ICC). Preceding the pedagogical presentation, the term culture is conceptualized as small-c culture/deep culture, that is, as the sociopsychological programming of a given community. This concept is developed with practical examples and conceptualizations (...)
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  9. Aporia and Picture Books.Maria daVenza Tillmanns - 2019 - Analytic Teaching and Philosophical Praxis 39 (2):11-22.
    Here is an example using a picture book story: A New House, in Grasshopper on the Road: by Arnold Lobel Grasshopper sees an apple on top of a hill and decides, yum! lunch, as he takes a big bite out of the apple. This, however, causes the apple to start rolling down the hill. Grasshopper hears a voice inside the apple, telling him to keep his house from being destroyed as it is rolling down the hill. My bathtub is in (...)
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  10. A Phenomenology of Professional Failure.Ben Sheredos - manuscript
    This is a (likely incomplete) transcendental phenomenology of professional failure. You can read it, if you like. Or don't.
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  11. Computer-Aided Argument Mapping as a Tool for Teaching Critical Thinking.W. Martin Davies - 2014 - International Journal of Learning and Media 4 (3-4):79-84.
    As individuals we often face complex issues about which we must weigh evidence and come to conclusions. Corporations also have to make decisions on the basis of strong and compelling arguments. Legal practitioners, compelled by arguments for or against a proposition and underpinned by the weight of evidence, are often required to make judgments that affect the lives of others. Medical doctors face similar decisions. Governments make purchasing decisions—for example, for expensive military equipment—or decisions in the areas of public or (...)
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  12. Socratic Wisdom & The Knowledge of Children.Maria daVenza Tillmanns - 2019 - Philosophy Now 131:27-29.
    Thinking together not only binds us, but also allows us to explore unknown, perhaps unknowable, territory with joy, curiosity and confidence. Through asking children what they in some sense already know through their intuitive knowledge and putting thinking itself into question, we can help them become more aware of themselves as thinking beings. And as thinking beings children can learn the skills they’re taught in school, but not at the expense of their own thinking. With their thinking intact, they can (...)
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  13. Carnap: An Open Framework for Formal Reasoning in the Browser.Graham Leach-Krouse - 2018 - Electronic Proceedings in Theoretical Computer Science 267:70-88.
    This paper presents an overview of Carnap, a free and open framework for the development of formal reasoning applications. Carnap’s design emphasizes flexibility, extensibility, and rapid prototyping. Carnap-based applications are written in Haskell, but can be compiled to JavaScript to run in standard web browsers. This combination of features makes Carnap ideally suited for educational applications, where ease-of-use is crucial for students and adaptability to different teaching strategies and classroom needs is crucial for instructors. The paper describes Carnap’s implementation, along (...)
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  14. The Philosophical Quest: A Cross-Cultural Reader.Gail Presbey, Karsten J. Struhl & Richard Olsen - 2000 - New York, NY, USA: McGraw-Hill.
    This is a true cross-cultural anthology which presents philosophers from different cultures in dialogue with one another. The text includes selections from both traditional and contemporary Western and non-Western philosophy: African American, Latin American, and feminist philosophers as well as Asian, African, Native American, and Islamic philosophers. The reader is organized by topic, and highlights the similarities and differences between Western and Non-Western philosophers -- it arranges selections so that authors speak to one another across cultures. Chapter introductions and section (...)
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  15. Education Without Indoctrination: Teaching Ethics in the Interdisciplinary Core Program of a Religiously Affiliated University.Paul Carron & Charles McDaniel - 2018 - Teaching Ethics 18 (1):79-96.
    Ethics instruction within an interdisciplinary core program involving a diverse student community representing many major fields of study presents unique challenges. Those challenges are in some ways compounded in the context of a religiously affiliated university whose spiritual and ethical commitments are grounded in the Judeo-Christian tradition even as its student population reflects increasing religious diversity. The authors present one method of addressing these challenges in hopes of inspiring broader discussions of how to teach ethics across the curriculum to students (...)
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  16. Ensino Público da Filosofia. Perspectivas Programáticas e Ideológicas.António Pedro Mesquita & Maria Luísa Ribeiro Ferreira (eds.) - 2014 - Lisboa, Portugal: Centro de Filosofia da Universidade de Lisboa.
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  17. Цілі навчання філософії в США та Україні.Oleksandr Kulyk - 2017 - Гілея: Науковий Вісник 1 (126):341-346.
    Мета дослідження полягає в отриманні порівняльних даних щодо цілей навчання філософії в Україні та США за допомогою методу компаративного аналізу. Було встановлено, що розуміння цілей навчання філософії в Україні та США суттєво відрізняється в чотирьох пунктах. По-перше, серед даних цілей в Україні домінує здобуття знань, а в США – вмінь. По-друге, в Україні у таких курсах, як «Філософія», «Вступ до філософії» надають перевагу історико-філософському матеріалу, а в США – матеріалу епістемології, логіки, метафізики, етики. По-третє, в Україні під час викладання філософії (...)
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  18. Introduction to the Special Issue on Critical Thinking in Higher Education.W. Martin Davies - 2011 - Higher Education Research and Development 30 (3):255-260.
    The articles included in this issue represent some of the most recent thinking in the area of critical thinking in higher education. While the emphasis is on work being done in the Australasian region, there are also papers from the USA and UK that demonstrate the international interest in advancing research in the area. -/- ‘Critical thinking’ in the guise of the study of logic and rhetoric has, of course, been around since the days of the ancient Greeks and the (...)
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  19. 'Not Quite Right': Helping Students to Make Better Arguments.W. Martin Davies - 2008 - Teaching in Higher Education 13 (3):327-340.
    This paper looks at the need for a better understanding of the impediments to critical thinking in relation to graduate student work. The paper argues that a distinction is needed between two vectors that influence student writing: (1) the word-level–sentence-level vector; and (2) the grammar–inferencing vector. It is suggested that much of the work being done to assist students is only done on the first vector. This paper suggests a combination of explicit use of deductive syllogistic inferences and computer-aided argument (...)
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  20. The Way of Philosophy.Chad Engelland - 2016 - Eugene, OR, USA: Cascade.
    Philosophy is the quest for a life that is fully alive. Drawing on the insights of philosophers through the ages, The Way of Philosophy clarifies what it means to live life intensely.
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  21. Teaching for Our Good.Bob Fischer - forthcoming - In Steven Cahn, Alexandra Bradner & Andrew Mills (eds.), Philosophers in the Classroom: Essays on Teaching. Indianapolis: Hackett.
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  22. Nietzsche and the Death of God.Justin Remhof - 2018 - 1000-Word Philosophy.
    This introductory essay addresses Nietzsche's famous claim that God is dead, develops his arguments for it, and examines its potential implications for contemporary religious and ethical thought.
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  23. On Poetry and Philosophy: Healing an Ancient Quarrel.Richard Oxenberg - manuscript
    In the tenth book of the Republic, Plato famously writes: "There is an ancient quarrel between poetry and philosophy." In this essay I reflect upon this "quarrel" through an analysis of a passage from Dante's Inferno. I conclude by suggesting that, when employed well, poetry and philosophy complement each other in helping us reflect upon the deep issues of life. (This paper was originally presented at the 19th Annual Conference of Association for Core Texts and Courses) .
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  24. Reasoning, Science, and the Ghost Hunt.W. John Koolage & Timothy Hansel - 2017 - Teaching Philosophy 40 (2):201-229.
    This paper details how ghost hunting, as a set of learning activities, can be used to enhance critical thinking and philosophy of science classes. We describe in some detail our own work with ghost hunting, and reflect on both intended and unintended consequences of this pedagogical choice. This choice was partly motivated by students’ lack of familiarity with science and philosophic questions about it. We offer reflections on our three different implementations of the ghost hunting activities. In addition, we discuss (...)
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  25. Cinephilia and Philosophia: Or, Why I Don't Show The Matrix in Philosophy 101.Timothy Yenter - 2017 - In Rashna Wadia Richards & David T. Johnson (eds.), For the Love of Cinema: Teaching Our Passion In and Outside the Classroom. Bloomington, IN: Indiana University Press.
    The shelves of film and philosophy books should have made it considerably easier to teach with films in introductory philosophy classes, and certainly many philosophers have found them useful. However, shortcomings of many of these pop culture volumes (which I discuss in the next section) make these works rarely useful in the classroom. I propose instead a new model for how to teach film in a philosophy class. The model develops the virtues inherent in cinephilia and connects those virtues to (...)
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  26. Central Asian Monuments.H. B. Paksoy (ed.) - 1992 - Istanbul: ISIS Press.
    The historical and literary Monuments of Central Asia are the repositories of civilization, culture and aesthetic tastes of their creators and their milieu over millennia. Though some existed in manuscript, a large portion survived dozens of centuries as part of the oral tradition. After printing press licenses were wrestled by the Central Asians from the Russian government during the 19th century, many were collected by the Central Asians and others, and published. The Monuments have proved to be durable. Primarily works (...)
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  27. Conceptual Therapy: An Introduction to Framework-Relative Epistemology.Bartlett Steven James - 1983, 2014 - St. Louis, MO, USA: Studies in Theory and Behavior.
    Conceptual therapy seeks to eliminate from our vocabulary of concepts those that are conceptually pathological. The very use of such concepts—which is much of the time—brings about dysfunctional thinking: thought, that is to say, that leads us astray, paving the way for beliefs and claims to knowledge that are fundamentally nonsensical. A therapy for such concepts may be likened to holding a selective sieve and pouring the ideas with which we attempt to make sense of the world through it, allowing (...)
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  28. O que é a filosofia? Sentido filosófico E virtualidades pedagógicas de Uma definição de filosofia.António Pedro Mesquita - 1996 - Philosophica 8:111-141.
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  29. Philosophy as a Profession.Alison M. Jaggar - 1975 - Metaphilosophy 6:100.
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  30. Philosophy in the Classroom. [REVIEW]J. T. T. - 1977 - Review of Metaphysics 31 (2):324-325.
    The primary and secondary school systems of the United States fail to develop individuals who grow into thinking and critical persons; additionally, there is a moral vacuum within the schools. These are assertions made by Lipman, Sharp, and Oscanyan, and the remedy proposed is a reading program called "Philosophy in the Classroom.".
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  31. The Animal Ethics Reader. [REVIEW]Ramona Cristina Ilea - 2009 - Teaching Philosophy 32 (1):83-86.
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  32. Epistemology: Classic Problems and Contemporary Responses. [REVIEW]Scott Aikin - 2003 - Teaching Philosophy 26 (3):325-328.
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  33. Human Knowledge: Classical and Contemporary Approaches, Third Edition. [REVIEW]Scott Aikin - 2004 - Teaching Philosophy 27 (3):276-279.
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  34. The Existentialists: Critical Essays on Kierkegaard, Nietzsche, Heidegger, and Sartre. [REVIEW]Christopher Adamo - 2004 - Teaching Philosophy 27 (4):396-398.
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  35. Teaching Philosophy in Second Life: Where the Virtual World and Philosophy Instruction Meet.Chris Calvert-Minor - 2011 - Teaching Philosophy 34 (1):1-16.
    Second Life is a free, three-dimensional, multi-user, online virtual world program created in 2003 by Linden Research Inc. In this paper, I recount the Introduction to Philosophy course I taught in Second Life for the University of Wisconsin-Whitewater and address five areas of interest: traditional vs. non-traditional learning environments, communication, illustrative props, student feedback, and and potential concerns. My conclusion is that philosophy courses can be taught online in Second Life effectively and that philosophy instructors need to be more aware (...)
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  36. Narrative Identity and Moral Identity: A Practical Perspective. [REVIEW]Stephanie Adair - 2010 - Teaching Philosophy 33 (3):309-312.
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  37. Philosophy, E-Pg Pathshala.A. Raghuramaraju (ed.) - 2016 - Delhi: India, Department of Higher Education (NMEICT).
    E-PG Pathshala (E-Post Graduate School) is the Government of India's initiative, via the National Mission for Education through Internet and Communication Technology, to make quality, peer reviewed resources freely available online for graduate education. The project is divided into subjects, such as philosophy, which is further divided into one or a first and second year MA course. In philosophy, subjects include: Metaphysics, Epistemology, Logic, Ethics, Philosophy of Science, Philosophy of Religion, Philosophy of Language, Philosophy of Mind, Philosophy of Law, Philosophy (...)
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  38. How to Teach Philosophy of Mind.Renée Smith - 2016 - Teaching Philosophy 39 (2):177-207.
    The most notable contributions to contemporary philosophy of mind have been written by philosophers of mind for philosophers of mind. Without a good understanding of the historical framework, the technical terminology, the philosophical methodology, and the nature of the philosophical problems themselves, not only do undergraduate students face a difficult challenge when taking a first course in philosophy of mind, but instructors lacking specialized knowledge in this field might be put off from teaching the course. This paper is intended to (...)
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  39. Wires of Wisdom: Orally, Literally, and Experientially Transmitted Spiritual Traditions in the Digital Era.Martin A. M. Gansinger & Ayman Kole - 2016 - In Ayman Kole & Martin A. M. Gansinger (eds.), Roots Reloaded. Culture, Identity and Social Development in the Digital Age. Anchor. pp. 40-59.
    This article is discussing the possibilities of new media technologies in the context of transmitting ancient spiritual traditions in various cultural and religious backgrounds. The use of internet as a means to preserve the orally transmitted knowledge of the Aboriginals and Maoris, and in doing so transferring their cultural heritage to their younger generations and interest groups. Following is an extended case study of the Naqshbandi Sufi Order and its specific compatibility of a traditional orientation towards spiritual work among people (...)
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  40. Kierkegaard, Despair and the Possibility of Education: Teaching Existentialism Existentially.Ada S. Jaarsma, Kyle Kinaschuk & Lin Xing - 2016 - Studies in Philosophy and Education 35 (5):445-461.
    Written collaboratively by two undergraduate students and one professor, this article explores what it would mean to teach existentialism “existentially.” We conducted a survey of how Existentialism is currently taught in universities across North America, concluding that, while existentialism courses tend to resemble other undergraduate philosophy courses, existentialist texts challenge us to rethink conventional teaching practices. Looking to thinkers like Kierkegaard, Beauvoir and Arendt for insights into the nature of pedagogy, as well as recent work by Gert Biesta, we lay (...)
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  41. Philosophical Practice in the Classroom, or, How I Kill Zombies for a Living.Leslie Miller - 2015 - American Association of Philosophy Teachers Studies in Pedagogy 1:129-156.
    After a brief introduction to Philosophical Practice, I explain why I use it in my courses and elaborate on some of the material and techniques I present to students in the hope that it helps them to become better-adjusted and happier people. As an example of the sorts of assignments I create for these courses I present a semester-long assignment called “Everyday Philosophical Practice” that is based on the practice of mindfulness and requires intentional metacognition from the students. This approach (...)
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  42. Enabling Change: Transformative and Transgressive Learning in Feminist Ethics and Epistemology.David Concepcion & Juli Thorson Elin - 2009 - Teaching Philosophy 32 (2):177-198.
    Through examples of embodied and learning -centered pedagogy, we discuss transformative learning of transgressive topics. We begin with a taxonomy of types of learning our students undergo as they resolve inconsistencies among their pre-existing beliefs and the material they confront in our course on feminist ethics and epistemology. We then discuss ways to help students maximize their learning while confronting internal inconsistencies. While we focus on feminist topics, our approach is broad enough to be relevant to anyone teaching a transgressive (...)
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  43. Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK.Daniel Vázquez - 2014 - Studying Teacher Education 10 (2):117-129.
    This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the course of one term. Methods for data collection (...)
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  44. Self and Others in Team-Based Learning: Acquiring Teamwork Skills for Business.Michela Betta - 2015 - Journal of Education for Business:1-6.
    Team-based learning (TBL) was applied within a third-year unit of study about ethics and management with the aim of enhancing students’ teamwork skills. A survey used to collect students’ opinions about their experience with TBL provided insights about how TBL helped students to develop an appreciation for teamwork and team collaboration. The team skills acquired through TBL could strengthen job readiness for business.
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  45. Diagrammatic Teaching: The Role of Iconic Signs in Meaningful Pedagogy.Catherine Legg - 2017 - In Inna Semetsky (ed.), Edusemiotics: A Handbook. Dordrecht: Springer. pp. 29-45.
    Charles S. Peirce’s semiotics uniquely divides signs into: i) symbols, which pick out their objects by arbitrary convention or habit, ii) indices, which pick out their objects by unmediated ‘pointing’, and iii) icons, which pick out their objects by resembling them (as Peirce put it: an icon’s parts are related in the same way that the objects represented by those parts are themselves related). Thus representing structure is one of the icon’s greatest strengths. It is argued that the implications of (...)
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  46. Engaging Global Justice Through Internships.Ericka Tucker - 2014 - In Ramona Ilea & Julinna Oxley (eds.), Experiential Learning In Philosophy. Routledge. pp. 161-168.
    Engaging with Global Justice through InternshipsGlobal justice, on its face, seems like an impossible task. As individuals, even citizens of wealthy and powerful countries, the task of economic, social and political justice seems to outstrip our intellectual, practical and emotional abilities. Considering the scope of 'global' justice, it would appear that a massive coordinated effort would be necessary to overcome the problems of global injustice, yet it would seem such coordination may be impossible. The difficulties of seeking justice between nations (...)
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  47. Peat Bogs, Sperm, and Family Values: Teaching Naturalism Charitably.Marc Champagne - 2016 - Sexuality and Culture 20 (3):526–534.
    Introductory courses dealing with sex, gender and sexuality often assign excerpts from Thomas Aquinas as an exemplar of the naturalist view. Given that most novice students tend to side against such naturalism uncritically, they need to be exposed to a more charitable account of the biological considerations motivating a stance like Aquinas.’ With that in mind, this article presents accessible arguments aimed at restoring deliberative balance in the classroom.
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  48. La Filosofía desde sus silencios. Mujeres filósofas.Miriam Dolly Arancibia (ed.) - 2014 - Editorial Dunken.
    Este libro se propone rescatar la mirada de mujeres filósofas silenciadas a lo largo de la historia. Se busca reflexionar sobre los principales acontecimientos que señalaron la trayectoria del pensamiento filosófico occidental, tomando como punto de partida a las mujeres filósofas en su contexto histórico. No es un libro sobre biografías femeninas, ni pretende limitarse al esquema de pensamiento de cada una de aquellas filósofas excluyendo a los varones. Se busca repensar las mismas cuestiones que aparecen con frecuencia en un (...)
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    Philosophy for Children
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  49. Construyendo aprendizajes en Filosofía.Miriam Dolly Arancibia - 2015 - Publicación de autor.
    RESUMEN Este libro contiene guías prácticas para aprender filosofía y destinadas principalmente a estudiantes de Filosofía Social. Proporciona sugerencias de actividades y fotografías a utilizar en las investigaciones. El objetivo principal es ayudar a los estudiantes a encontrar formas de hacer filosofía como una experiencia vivida. Las actividades se basan en teorías pedagógicas y filosóficas que promueven el desarrollo del pensamiento crítico y complejo: Epistemología de la complejidad de Edgar Morin, las propuestas metodológicas de Matthew Lipman y la Antropología trascendental (...)
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  50. Filosofia, Pedagogia, Storia - 3 voll.Ludovico Geymonat & Renato Tisato - 1961 - Garzanti.
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